Individual Student Record Literacy Assess Continuum

7/31/2019 Individual Student Record Literacy Assess Continuum

1/7

Name: Literacy Assessment Continuum Reading Texts

Reading texts involves recognising words automatically, reading in a phrased and fluent way and navigating texts to create meaning.

Level 0, Cluster 1Pre-Kinder (Prior to ES1)

Level 1, Cluster 2Beg ES1

Level 2, Cluster 3Mid ES1

Level 3, Cluster 4End ES1

Level 4, Cluster 5Beg Stage 1

Provides incorrect word/s inenvironmental print/texts.

Reads one or two words inenvironmental print/texts.

Reads a number of words inenvironmental print/texts.

Reads all or most of a more challengingstory book.

Reads texts with varied and longersentence patterns & several lines of text

per pag

e.

Unable to read any word in asentence correctly.

Reads some words in a sentencecorrectly.

Reads one or more sentences correctlyin a more challenging story book.

Maintains fluency when reading textswith varied & irregular text and image

placement.

Demonstrates increased fluency byrecognising and decoding words

automatically when reading familiar texts.

Holds a book the right way up. Adjusts pace volume, pitch and

pronunciation to enhance meaning and

expression.

Tells a story based on

pictures/names pictures only.

Identifies writing. Uses context to predict meaning in

written text & supplement decodingattempts.

Pauses or hesitates when meaning is

disrupted when reading.

Reads texts with varied and longer

sentence patterns & several lines of textper page.

Holds a book incorrectly Points to words using one-to one

correspondence when reading.

Reads words using letter/sound

relationships.

Reads aloud with increasingly appropriate

pitch, intonation and fluency (RR level 5-

8).

Demonstrates increased fluency by

recognising and decoding words

automatically when reading familiar texts.

Unable to identify writing.

Recognises own name in print Reads high frequency wordscorrectly in text (eg) my, I

Engages with shared reading of

familiar texts that have recurring

language patterns.

Begins to read with fluency and

rhythm when text & image placement

are consistent.

Reads a number of easy texts with an

increasing number of high frequency

words and illustrations that providehigh support.

Indicates features achieved by student.

Level 5, Cluster 6Mid Stage 1

Level 6, Cluster 7Late Stage 1

Level 7, Cluster 8End Stage 1

Semester 1 Year 3 Semester 2 Year 3

Beginning Stage 1 (S.1. Yr 1) Middle Stage 1 (end Yr 1) End Stage 1 (end Yr2)Understands that pathways forreading literacy, factual and screen

texts can be navigated in different

ways.

Understands how to red textfeatures such as illustrations,

diagrams, tables, maps & graphs to

enhance meaning.

Reads increasingly complex texts

with less familiar content andvocabulary & more extendeddescriptions.

Self-corrects when meaning is

disrupted (eg. By pausing, repeating

words and phrases, re-reading andreading on)

Automatically integrates a range of

information. Eg, meaning, grammar &

letter/sound relationships to read ina phrased and fluent way..

Engages with both literary &factual of increasing length &difficulty for longer periods oftime. (at least 10 minutes)

Reads aloud with fluency andphrasing, adjusting pace, volume,

pitch and pronunciation to enhance

meaning and expression.(RR 16-18)

Knows that literary, factual & screentexts need to be read in different

ways.

Reads texts in different ways tomeet a range of reading purposes.


2/7

Name: Literacy Assessment Continuum Phonics

Phonics involves making the connection between sounds and letters when reading and spelling






Knows and uses a range of

everyday words e.g. colours, familiar

objects, names of family members.

Knows the meaning of, and whenspeaking, can use words that are likelyto be encountered in easy reading

texts, e.g. big, little

Begins to expand the vocabulary used todescribe everyday events andexperiences.

Knows the meaning of commonly usedwords in texts read and demonstrates thisknowledge when writing and speaking.

Blends initial consonants with common

vowel patterns or word families

Displays curiosity about words andtheir meanings.

Names some basic parts of acomputer, e.g. screen, keyboard,mouse, space bar.

Begins to use topic words when speakingand writing.

Develops beginning understandings aboutword families and uses theseunderstandings when reading and writing.

Attempts to read more complex wordsusing letter/sound knowledge.

Asks questions to find out meaningsof unfamiliar words.

Identifies unfamiliar words and attemptsto use experience and content to work outword meanings,

Uses grammar and context of a text to workout the meaning of an unfamiliar word.

Uses knowledge of letter clusters and

vowel digraphs to spell unfamiliar words.

Uses knowledge of letter clusters and

vowel digraphs to spell unfamiliar words.

Knows and uses a range of

everyday words e.g. colours, familiar

objects, names of family members.

Knows the meaning of, and whenspeaking, can use words that are likelyto be encountered in easy readingtexts, e.g. big, little

Begins to expand the vocabulary used todescribe everyday events andexperiences.

Knows the meaning of commonly usedwords in texts read and demonstrates thisknowledge when writing and speaking.

Blends initial consonants with common

vowel patterns or word families






Segments sounds in consonant

clusters to spell unfamiliar words.

Recognises that common suffixes in

words can have different sounds, e.g.

wanted, talked

Knows common sounds for vowel

digraphs and uses syllabification whenreading/spelling.

Uses familiar words and letters to

decode words when reading.

Understands that sounds can be

represented in various ways when

spelling words, e.g. meet, meat

Uses knowledge of word identification

strategies including blending,

segmenting and letter patterns when

reading

/spelling.


3/7

Name: Literacy Assessment Continuum Phonemic Awareness

Phonemic Awareness involves hearing and manipulating sounds and concepts about print.






Unable to identify words thatrhyme.

Identifies rhyming words on someoccasions.

Consistently identifies words that

rhyme. Says the new word when asked to

delete one phoneme (phoneme deletion).

Says the new word when one phoneme issubstituted for another (phonemesubstitution).

Unable to identify words thatstart with the same initial sound.

Identifies words that start withthe same initial sound on some

occasions

Consistently identifies words thatstart with the same initial sound.

Says the new word by adding phonemeto an existing word (Phoneme addition)

Says the word when teacher models

onset/rime, e.g. teacher says

mmmm/at, child says mat.

Provides a word starting with a given

sound.

Segments spoken multisyllabic

words into syllables e.g. ba/na/nawhen clapping.

Orally blends two and three sounds to

make a word.

Segments orally into onset and rime,

e.g. /b/ at/

Phonemic Awareness elements should begrasped and consolidated by this stage.

End of Kinderg

arten.

Segments one syllable words (up to

three sounds) into separate sounds.



4/7

Name: Literacy Assessment Continuum Concepts of Print Term: Date: .

Concepts of Print involves understanding and using conventions and concepts about print.






Unable to identify a capital

letter. Identifies one or more capital

letter/s (prompted).

Names a full stop and knows itspurpose.

Unable to identify a capital letter. Identifies a number of capital letters

Unable to correctly name a full

stop. Names a full stop Identifies a lower case letter. Unable to correctly name a full stop. Uses capital letters for names.

Unable to identify a word. letter.

Identifies a word Identifies the first letter in a word. Unable to identify a word. letter. Identifies a sentence

Unaware of text directionality. Identifies a letter. Identifies the last letter in a word. Unaware of text directionality. Identifies simple screen functionality

eg

. Buttons, menus.

Unable to point to the first wordto read.

Indicates left to right. Reads left page before right Unable to point to the first word toread.

Unaware of return sweep. Points to the first word to read. Shows awareness of beginning screenmanagement skills, e.g. scrolling

Unaware of return sweep.

Shows beginning book handling

skills, e.g. turning pages, looking at

pictures.

Indicates return sweep to the

left at the end of a line of text.

Shows beginning book handling skills,

e.g. turning pages, looking at pictures.

Shows awareness that print relates

to spoken language. Identifies a letter on a keyboard Shows awareness that print relates to

spoken language.

Concepts of Print elements should be

grasped and consolidated by this stage.End of Kindergarten.



5/7

Name: Literacy Assessment Continuum Comprehension

Comprehension involves responding to, interpreting, analysing and evaluating texts.






Provides irrelevant responses when

asked an inferential question.

Gives a sequenced retell of a story

(when prompted).

Provides a literal explanation when asked

an inferential question

Answers an inferential question correctly Responds to questions about a character's

actions, qualities, characteristics andmotives by expressing an opinion about thecharacter.

Gives an incomplete retell of a story(even when prompted) or tells adifferent story

Recalls some details from illustrationsin a story book

Gives an unprompted sequenced retell of astory with beginning, middle & end.

Provides the central theme of a story Builds understanding by interpreting &discussing inferred meanings.

Unable to recall relevant details fromillustrations in a story book.

Predicts a plausible next event in astory.

Recalls many details from illustrations in astory book.

Uses illustrations and diagrams to constructmeaning in written text.

Interprets information in factual texts byusing title page, contents page & computersoftware menu to locate specific info.

Unable to predict a plausible nextevent in a story.

Listens and responds to questionsabout stories read aloud.

Uses illustrations in factual texts to gainmeaning.

Analyses & evaluates character's actions orevents in story

Listens and responds to stories read

aloud.

Talks about information in factual

texts

Locates information from a factual texts






Retells and responds to incidents froma story book or film with attention toplot elements such as setting,character, conflict and resolution.

Responds to texts by referring to priorexperiences.

Refers to prior knowledge & experiencesto build understanding of a text.

Builds understanding of media texts bydiscussing different interpretations ofthe one text.

Justifies predictions about sections of atext.

Shows awareness that informationabout one topic can be sought from anumber o sources, eg. Graphs, posters,reference texts, websites.

Responds to & analyses a text bydiscussing a point of view presented inthe text.

Builds understanding of a text by usingknowledge of text organisation & features,eg. Referring to headings to locateinformation.

Analyses & evaluates a charactersactions/motives in a story.

Draws conclusions by using clues in a text.

Analyses and evaluates how visualimages support print to create meaning

in texts.

Identifies more than one perspective orpoint of view when responding to questions

about text.


6/7

Name: Literacy Assessment Continuum Aspects of Speaking

Aspects of Speaking involves communicating with others, verbalizing thought processes and articulating sounds in words.






Unable to name a favourite characterfrom a story that has been read

Names a favourite character from astory that has been read, but is unableto provide a reason for liking thecharacter.

Provides a simple justification for anopinion about a favourite character from astory- read.

Provides a detailed justification for anopinion about a favourite character from astory - read aloud

Provides elaboration to questions seekingfurther information.

Shows little variation of pace & volumefor emphasis when speaking.

Shows some changes to pace & volumefor emphasis when speaking.

Uses some extended sentences whenspeaking.

Asks relevant questions using correct wordorder & intonation.

Recounts events & experiences in logicalseq

uence.

Uses single word utterances whenspeaking.

Uses simple sentences/phrases whenspeaking

Consistently speaks in an audible, clear &confident way.

Makes brief oral presentations to the class. Consistently makes relevant contributions toclass discussions & asks questions to clarifymeaning.

Mispronounces some words; speech isnot fluent.

Talks to peers & known adults aboutpersonal experiences.

Uses pace and volume for emphasis whenspeaking.

Begins to adjust register to suit audience &situation.

Uses register & tone according to purpose &audience.

Listens & responds to simple oralinstructions & requests

Listens to & accurately relays simplemessages.

Listens & responds to literary & factualtexts read & viewed.

Views & listens to gain information for aspecific purpose from a variety of sources.

Listens & responds to instructions,information & peer opinions.

Engages in simple oral exchanges withpeers & known adults

Participates in whole class discussions Begins to use active listening & turn takingwhen engaging in more extendedconversations & discussion with peers &known adults.

Contributes to structured group or pairactivities involving discussion about familiartexts/topics

Uses interactive skills to show respect forthe contributions of others duringdiscussions.

Articulates most speech sounds,exceptions could be: /l/, /sh/, /z/,/r/, /v/,/th/.

Contributes ideas in small group & wholeclass discussions.

Articulates most speech sounds, exceptionscould be: r, v, /th/.

Provides elaboration to questions seekingfurther information.






Expresses a point of view withsupporting information about anexpanded range of texts/ topics.

Expresses a point of view about atext/topic and listens to &accommodates the viewpoint of others.

Expresses a more detailed ideas &justifies a point of view about acomprehensive range of texts/topics.

Speaks clearly and confidently in a

variety of formal and informalsituations.

Plans & delivers oral presentations on

an expanded range of topics foraudiences beyond the immediate

classroom, eg assembly presentations.

Communicates confidently with a range of

audiences for a variety of purposes.

Plans and prepares brief oralpresentation about a topic.

Automatically adjusts speech to suitdifferent audiences, purposes &

situations.

Listens & understands a series ofinstructions related to a task &

successfully completes the task.

Adjusts register, tone & volumeappropriate to the situation.

Demonstrates attentive listening &viewing for extended periods of time.

Contributes to collaborative group problemsolving to complete a task by questioning &re-phrasing for clarification, listening &responding to the ideas of others &suggesting ideas.

Demonstrates attentive listeningacross a range of school context, eg.Assembly, performances.

Stays on task & participateseffectively in longer class & groupdiscussions.


7/7

Name: Literacy Assessment Continuum Aspects of Writing Term: Date: .Aspects of Writing involves using spelling, grammar and handwriting to create texts for a specific purpose.

Level 0, Cluster 1

Pre-Kinder (Prior to ES1)

Level 1, Cluster 2

Beg ES1

Level 2, Cluster 3

Mid ES1

Level 3, Cluster 4

End ES1

Level 4, Cluster 5

Beg Stage 1

Some attempt to write and draw name, (eg

one or two letters or scribbles)

Clear attempt to write name (may not be

correct spelling)

Writes name correctly. Writes more than one recognisable sentence,

words may not be spelled correctly, someevidence of sentence punctuation.

Selects vocabulary & phrases modelled by the

teacher during whole class planning to constructown text.

Writes a recognisable sentences, words maynot be spelled correctly, some evidence ofsentence punctuation.

Engages in the joint production of texts using avariety of mediums, eg. Podcasts, films...

Engages in writing-like behaviour usingstrings of letters or scribble.

Writes at least one word (may not bespelled correctly) related to a storybook/topic that has been read/discussed.

Draws on both personal and imaginaryexperiences to write texts.

Talks about the audience & purpose for textsbeing written.

Draws on personal experiences & topicknowledge to create 4-5 sentences for a rangeof purposes.

Writing is unrelated to a story book/topicthat has been read/discussed.

Writes from left to right and leavesspaces between words.

Vocalises words to approximate spelling. Attempts to spell high frequency words thathave been taught.

Rereads own text to clarify meaning & makesome changes to the text.

Little/no evidence of left to rightdirection and/or spacing between words.

Attempts to form some letters. Begins to develop a simple writing vocabularyincluding some high frequency words & wordsof personal significance.

Produces some compound sentences usingconjunctions to join ideas.

Uses sentence punctuation & simple punctuation.

Uses simple pronoun references. Accurately wr ites simple and compoundsentences.

Enjoys writing and readily engages inwriting activities.

Talks about intended writing beforeattempting to write.

Use simple noun groups & adverbial phraseswhen writing.

Forms most letters correctly. Uses a range of adjectives to provide moreinformation about nouns.

Holds a pencil or crayon effectively todraw or scribble.

Experiments with computer mouse andkeyboard.

Begins to demonstrate understanding of pencilgrip, paper placement & posture.

Uses correct pencil grip, paper placement,posture and knows how to self-correct.

Writes lower/upper case letters of consistentsize and formation in NSW Foundation Style.






Creates longer texts supported byvisual information, eg. Diagrams, maps,graphs on familiar topics for knownaudiences.

Plans texts by making notes, drawingdiagrams, planning sequence of eventsor information etc...

Creates longer texts (at least one page)that achieve the intended purpose & areappropriate for less familiar audiences.

Begins to use text features such asheadings & paragraphs to organiseinformation.

States purpose & intended audiencebefore creating texts.

Experiments with producing/publishingtexts using an increasing range of mediums& modes.

Demonstrates elementary proof-

reading & editing, eg. Circles a wordthat does not look right.

Spells words with regular spelling

patterns correctly & makes plausibleattempts at words with irregularspelling patterns.

Writing shows evidence of revision, editing

& proof-reading.

Accurately spells an increasing numberof high freq

uency & topic words. Applies spelling generalisations whenwriting. Demonstrates a range of spellingstrategies to spell unfamiliar words.

Uses simple punctuation, eg. Full stops,

exclamation marks & question marks.

Uses contraction apostrophes &

capitals for proper nouns as well asother simple punctuation.

Uses quotation marks for direct speech

and commas in lists.

Experiments with using some complexsentences to enhance writing.

Includes different types of verbs usingappropriate tense & demonstratessubject-verb agreement.

Produces a range of grammaticallyaccurate sentences.

Uses a refined pencil grip, correctposture & paper placement to writemore fluently & legibly.

Uses a computer to produce texts withgraphics.

Fluently writes letters of consistent size& formation in NSW Foundation Font.

Documents

Individual Student Record Literacy Assess Continuum